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seen by expert witness 
seen by witness 
self reflective account 

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1.1The goal of most research on group development is to learn why and how small groups change over time. To do this, research has examined differing patterns of change and continuity in a group over time. Aspects of the group that might be studied include the quality of the work produced by a group, the type and frequency of its activities, its cohesiveness or the existence of group conflict. A number of theoretical models have been developed to explain how certain groups change over time. In some cases, the type of group being considered influenced the model of group development proposed as in the case of therapy groups. In general, some of these models view group change as regular movement through a series of "stages," while others view them as "phases" that groups may or may not go through and which might occur at different points of a group's history. Attention to group development over time has been one of the differentiating factors between the study of ad hoc groups and the study of teams such as those commonly used in the workplace, the military, sports and many other contexts. In the early seventies, Hill and Grunner (1973) reported that more than 100 theories of group development existed. Since then, other theories have emerged as well as attempts at contrasting and synthesizing them. As a result, a number of typologies of group change theories have been proposed. A typology advanced by George Smith (2001) based on the work of Mennecke and his colleagues (1992) classifies theories based on whether they perceive change to occur in a linear fashion, through cycles of activities, or through processes that combine both paths of change, or which are completely non-phasic. Other typologies are based on whether the primary forces promoting change and stability in a group are internal or external to the group. A third framework advanced by Andrew Van de Ven and Marshall Scott Poole (1995), differentiates theories based on four distinct "motors" for generating change. According to this framework, the following four types of group development models exist. Life cycle models: Describe the process of change as the unfolding of a prescribed and linear sequence of stages following a program that is prefigured at the beginning of the cycle (decided within the group or imposed on it). Teleological models: Describe change as a purposeful movement toward one or more goals, with adjustments based on feedback from the environment. Dialectical models: Describe change as emerging from conflict between opposing entities and eventual synthesis leading to the next cycle of conflict Evolutionary models: Describe change as emerging from a repeated cycle of variation, selection and retention and generally apply to change in a population rather than change within an entity over time.

Some theories allow for combinations and interactions among these four "motors". For example, Poole found in his empirical research that seemingly complex patterns of behaviour in group decision making result from the interplay of life-cycle and teleological motors. An important observation made by McGrath and Tschan (2004) regarding the different models of group...

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...Evidence ref:
Evidence ref:
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Diploma Health and Social Care Level
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Use this form to record details of activities (tick as appropriate)
Observed by your assessor
Discussion
Seen by witness
Self reflective account
Questions
NB Your assessor may wish to ask you some questions relating to this activity. Ensure that they are recorded in the appropriate box overleaf. The person who observed/witnessed your activity must sign and date overleaf.
Links to | Date of Activity: 10/08/2012 Performanceevidence | |
Unit Ref | Outcome | No | Evidence |
| | | Q.1 What standards influence the way your role is carries out ? Ans CQC , national minimum standards, health and social care, job description, values and ethics, human rights act, health and safety. Q.2 Identify sources of support for own learning and development Ans Team meetings and discussions, asking colleagues and other professional’s, internal and external training, gaining experience from working with other colleague’s. Q.3 Explain why reflecting on practice is an important way to develop knowledge, skill and practice. Ans It helps you to...

...Stages of GroupDevelopment:
Groups generally pass through a standardized sequence in their evolution. We call this sequence the five stage model of group’s development.
Although research indicates that not all groups follow this pattern, it is a useful framework for understanding groupdevelopment.
The Five-Stage Model:
The five stage model pass through five distinct stages: Forming, Storming, Norming, Performing &amp; Adjourning.
Stage 1: Forming
The “forming” stage takes place when the team first meets each other. In this first meeting, team members are introduced to each. They share information about their backgrounds, interests and experience and form first impressions of each other.
Stage 2: Storming
As the team begins to work together, they move into the “storming” stage. This stage is not avoidable; every team – most especially a new team who has never worked together before – goes through this part of developing as a team. In this stage, the team members compete with each other for status and for acceptance of their ideas. They have different opinions on what should be done and how it should be done – which causes conflict within the team.
Stage 3: Norming
Norming is complete when the group structure solidifies and the group has assimilated a common set of expectations.
Stage 4: Performing
The structure at this point is...

...Tuckman’s Model of GroupDevelopment
Forming: in which the group is just coming together. It is often characterized by shyness, uncertainty and diffidence among the members, although extravert members may rapidly assume some kind of leadership. Maintenance concerns predominate Storming: in which, having been established, there is a period of jockeying for position, authority and influence among the members. In classes, this is the period of "testing-out" the teacher. Disagreements appear or are manufactured and roles are eventually allocated. The initial leaders may not survive this period: it is the most uncomfortable phase of the group's life—a sort of group adolescence. Norming: having sorted out its internal structure, there is then the issue of what the group stands for. What kind of behavior and contribution is acceptable and what isn't? Members explore behind the power processes of storming and begin to form some idea of the group's identity: the "group in the mind". This is rarely done explicitly, of course, and it can readily slip back into Storming, Performing: after all that, the group can begin to get some work done, on the basis of a relatively stable structure. Adjourning: This is about completion and disengagement, both from the tasks and the group members. Individuals will be proud of having achieved much and glad to have been part of such an...

...During our recent group presentations, we covered negotiation, building teams, working in groups, managing conflict, effective meetings, facilitating team success, managing decisions and solving problems creatively (De Janasz, Wood, Gottschalk, Dowd, Schneider. 2006, pg 196-314). Our team was given working in teams for success as a presentation topic. I believe we not only clarified the topic but managed to use the content to our own benefit and produce a successful presentation. This essay highlights our ability to work co-operatively in a team, initiate a successful presentation, and reveal what we can do next time to improve our work techniques.
“Negotiation is the process of two individuals or groups reaching a joint agreement about differing needs or ideas” (Saaty, Thomas L.1990). From the beginning of our group work the six of us negotiated an effective meeting time. Some were more lenient than others, but after a quick discussion we came to an agreement. “Groups must be able to coordinate themselves in a flexible manner, and there must be commitment to group goals which both direct and motivate members” (Oliver, Jim R, 1996). We all wanted to help and cooperate as much as possible to give us the best chance of reaching our outcome. The outcome being a successful presentation. Our decision making process needed to assess, “which aims are more important than others? What is likely...

...The Forming – Storming – Norming – Performing is a model of groupdevelopment, first proposed by Bruce Tuckman in 1965, who maintained that these phases are all necessary and inevitable in order for the team to grow, to face up to challenges, to tackle problems, to find solutions, to plan work, and to deliver results.
Forming
In the first stages of team building, the forming of the team takes place. The individual's behavior is driven by a desire to be accepted by the others, and avoid controversy or conflict. Serious issues and feelings are avoided, and people focus on being busy with routines, such as team organization, who does what, when to meet, etc. But individuals are also gathering information and impressions - about each other, and about the scope of the task and how to approach it. This is a comfortable stage to be in, but the avoidance of conflict and threat means that not much actually gets done.
Group members learn about each other and the task at hand. Indicators of this stage might include: Unclear objectives, Uninvolvement, Uncommitted members, Confusion, Low morale, Hidden feelings, Poor listening, etc.
The team meets and learns about the opportunities and challenges, and then agrees on goals and begins to tackle the tasks. Team members tend to behave quite independently. They may be motivated but are usually relatively uninformed of the issues and objectives of the team. Team members are usually on their best...

...Explain the stages of groupdevelopment.
Forming
In the first stages of team building, the forming of the team takes place. The individual's behavior is driven by a desire to be accepted by the others, and avoid controversy or conflict. The team meets and learns about the opportunities and challenges, and then agrees on goals and begins to tackle the tasks. The forming stage of any team is important because, in this stage, the members of the team get to know one another, exchange some personal information, and make new friends.
Storming
Every group will next enter the storming stage in which different ideas compete for consideration. The team addresses issues such as what problems they are really supposed to solve, how they will function independently and together and what leadership model they will accept. The storming stage is necessary to the growth of the team. It can be contentious, unpleasant and even painful to members of the team who are averse to conflict.
Norming
The team manages to have one goal and come to a mutual plan for the team at this stage. Some may have to give up their own ideas and agree with others in order to make the team function. Here, all of team members take the responsibility and have the ambition to work for the success of the team's goals.
Performing
Teams are function as a unit as they find ways to get the job done smoothly and effectively without inappropriate conflict or the need for...

...Team Paper: Tuckman's Stages of GroupDevelopment
Teamwork is defined as the process of working collaboratively with a group of people, in order to achieve a goal (Teamwork, 2011). Before a team works collaboratively together, team development must take place. In 1965 an American psychologist named Bruce Tuckman published a theory called Tuckman’s Stages of Team Development. These stages include Forming, Storming, Norming, and Performing. Tuckman believes that teams must go through these phases to grow and produce results. Years later Tuckman revisited the theory and added the “adjourning” phase. Once one has a clear understanding of each phase, he or she will know that working through the phases of team development will aid in team success
The first phase of Tuckman’s Stages of Team Development is forming. “In this stage, the group becomes oriented to the task, creates ground rules, and tests the boundaries for interpersonal and task behaviors. This is also the stage in which group members establish relationships with leaders, organizational standards, and each other” (Bonebright, 2009). As the phase name suggests, this where the group “forms.” It is during this first phase that the stage is set for the success of the team. It can be compared with one-on-one first impressions. The initial group forming sets the tone...

...GroupDevelopment
Name
University
Class
Date
Abstract
Reflecting on the many committees, teams, and groups that I have been on or have been a part of over of my career, I would have to say the majority of them have been formed in reaction to an already occurring problem. In the following paper, I will explain my experience with work-based group formation and the challenges of the groups.
GroupDevelopment
In my years of experience over my career, it seems that group formation has occurred at either my present or my past employment due to an existing problem. Healthcare organizations are continuously seeking out ways to improve patient outcomes and increase business. Therefore, when groups are formed, typically the groups’ focus is on a priority initiative or a goal. Although, formation of the group would seem to be a step all in itself, often times, the storming phase seems to occur or take precedence over the initial formation. It can feel as if though the formation phase had started, but the players on the team were not assigned a position to play. Hence, the storming commences and the teammates are confused and overwhelmed.
When you come into a team in the storming stage, people are unsure of who owns the group. Someone always has to own the group as follow-up and...